Skip to main content
SpringerLink
Log in

Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

The present study examined the four sources of self-efficacy (mastery experience, vicarious experience, verbal and social persuasion, and physiological state) and how these predict academic self-efficacy over time in N = 1597 (t1) and N = 1373 (t2) 7th-grade students. We simultaneously differentiated three different educationally relevant socialization contexts: the family, peers, and school. Although existing measures to assess sources of academic self-efficacy have considered different socialization contexts, they have done this neither systematically nor for all sources. Confirmatory factor analysis of the four sources in three socialization contexts showed a good fit to the data. Results of structural equation models at t1 showed differential patterns of substantial impact on academic self-efficacy in each socialization context. Over time, the impact decreased when controlling for SES. Results deliver only partial support for Bandura’s theoretical approach and indicate the need to revise social-cognitive theory.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Ahn, H. S., Bong, M., & Kim, S. I. (2017). Social models in the cognitive appraisal of self-efficacy information. Contemporary Educational Psychology,48, 149–166.

    Google Scholar 

  • Ahn, H. S., Usher, E. L., Butz, A., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self-efficacy information. British Journal of Educational Psychology,86(1), 112–136.

    Google Scholar 

  • Alexander, K. L., Eckland, B. K., & Griffin, L. J. (1975). The Wisconsin model of socioeconomic achievement: A replication. American Journal of Sociology,81(2), 324–342.

    Google Scholar 

  • Altermatt, E. R., & Pomerantz, E. M. (2003). The development of competence-related and motivational beliefs: An investigation of similarity and influence among friends. Journal of Educational Psychology,95(1), 111–123.

    Google Scholar 

  • Bandura, A. (1994). Self-efficacy. New York, NY: Wiley.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: Freeman.

    Google Scholar 

  • Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology,52(1), 1–26.

    Google Scholar 

  • Bandura, A., & Jeffrey, R. W. (1973). Role of symbolic coding and rehearsal processes in observational learning. Journal of Personality and Social Psychology,26(1), 122–130.

    Google Scholar 

  • Bollen, K. A., & Long, J. S. (Eds.). (1993). Testing structural equation models. Newbury Park, CA: Sage.

    Google Scholar 

  • Borkowski, J. G., & Thorpe, P. K. (1994). Self-regulation and motivation: A life-span perspective on underachievement. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance: Issues and educational applications (pp. 45–73). Hillsdale, NJ: Erlbaum.

    Google Scholar 

  • Boudon, R. (1974). Education, opportunity, and social inequality: Changing prospects in western society. New York, NY: Wiley.

    Google Scholar 

  • Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241–258). Westport, CT: Greenwood.

    Google Scholar 

  • Boyd, E. M., & Fales, A. W. (1983). Reflective learning: Key to learning from experience. Journal of Humanistic Psychology,23(2), 99–117.

    Google Scholar 

  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching,43(5), 485–499.

    Google Scholar 

  • Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lemer (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). Hoboken, NJ: Wiley.

    Google Scholar 

  • Cairns, R. B., Cairns, B. D., Neckerman, H. J., Ferguson, L. L., & Gariepy, J. L. (1989). Growth and aggression: I. Childhood to early adolescence. Developmental Psychology,25(2), 320–330.

    Google Scholar 

  • Chin, D., & Kameoka, V. A. (2002). Psychosocial and contextual predictors of educational and occupational self-efficacy among Hispanic inner-city adolescents. Hispanic Journal of Behavioral Sciences,24(4), 448–464.

    Google Scholar 

  • Coleman, P. K., & Karraker, K. H. (1997). Self-efficacy and parenting quality: Findings and future applications. Developmental Review,18, 47–85.

    Google Scholar 

  • Coulson, D., & Harvey, M. (2013). Scaffolding student reflection for experience-based learning: A framework. Teaching in Higher Education,18(4), 401–413.

    Google Scholar 

  • Crosnoe, R., & Muller, C. (2014). Family socioeconomic status, peers, and the path to college. Social Problems,61(4), 602–624.

    Google Scholar 

  • Daudelin, M. W. (1996). Learning from experience through reflection. Organizational Dynamics,24(3), 36–48.

    Google Scholar 

  • Denis, D., & Legerski, J. (2006). Causal modelling and the origins of path analysis. Theory and Science,7(1), 1–21.

    Google Scholar 

  • Eccles, J. S., Midgley, C., & Adler, T. F. (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. G. Nicholls (Ed.), The development of achievement motivation (pp. 283–331). Greenwich, CT: JAI Press.

    Google Scholar 

  • Fast, L. A., Lewis, J. L., Bryant, M. J., Bocian, K. A., Cardullo, R. A., Rettig, M., et al. (2010). Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? Journal of Educational Psychology,102(3), 729–740.

    Google Scholar 

  • Festinger, L. (1954). A theory of social comparison processes. Human Relations,7(2), 117–140.

    Google Scholar 

  • Haller, A., & Woefel, J. (1972). Significant others and their expectations: Concepts and instruments to measure interpersonal influence on status aspirations. Rural Sociology,37(4), 591–622.

    Google Scholar 

  • Hampton, N. Z. (1998). Sources of academic self-efficacy scale: An assessment tool for rehabilitation counselors. Rehabilitation Counseling Bulletin,41, 260–277.

    Google Scholar 

  • Hattie, J., & Anderman, E. M. (Eds.). (2013). International guide to student achievement. New York, NY: Routledge.

    Google Scholar 

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,77(1), 81–112.

    Google Scholar 

  • Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review,17, 63–84.

    Google Scholar 

  • Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modelling: A Multidisciplinary Journal,6(1), 1–55.

    Google Scholar 

  • Hurst, C. E. (2015). Social inequality: Forms, causes, and consequences. New York, NY: Routledge.

    Google Scholar 

  • Jansen, M., Scherer, R., & Schroeders, U. (2015). Students’ self-concept and self-efficacy in the sciences: Differential relations to antecedents and educational outcomes. Contemporary Educational Psychology,41, 13–24.

    Google Scholar 

  • Jerusalem, M., & Satow, L. (1999). Schulbezogene Selbstwirksamkeitserwartung [School-related self-efficacy expectations]. In R. Schwarzer & M. Jerusalem (Eds.), Skalen zur Erfassung von Lehrer- und Schülermerkmalen (pp. 15–16). Berlin: Freie Universität Berlin.

    Google Scholar 

  • Jessor, R., Donovan, J. E., & Costa, F. M. (1991). Beyond adolescence. New York, NY: Cambridge University Press.

    Google Scholar 

  • Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology,103(3), 649–663.

    Google Scholar 

  • Klassen, R. M. (2004). A cross-cultural investigation of the efficacy beliefs of south Asian immigrant and Anglo Canadian nonimmigrant early adolescents. Journal of Educational Psychology,96, 731–742.

    Google Scholar 

  • Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. Advances in Motivation and Achievement,16, 1–33.

    Google Scholar 

  • Komarraju, M., & Nadler, D. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences,25, 67–72.

    Google Scholar 

  • Kunter, M., Schümer, G., Artelt, C., Baumert, J., Klieme, E., Neubrand, et al. (2002). PISA 2000 Dokumentation der Erhebungsinstrumente [PISA 2000: Documentation of survey instruments]. Materialien aus der Bildungsforschung Nr. 71. Berlin: Max-Planck-Institut für Bildungsforschung.

  • Kurtz, L., & Derevensky, J. L. (1994). The effects of divorce on perceived self-efficacy and behavioural control in elementary school children. Journal of Divorce and Remarriage,20(3–4), 75–94.

    Google Scholar 

  • Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology,38(4), 424–430.

    Google Scholar 

  • Lodewyk, K. R., & Winne, P. H. (2005). Relations among the structure of learning tasks, achievement, and changes in self-efficacy in secondary students. Journal of Educational Psychology,97(1), 3–12.

    Google Scholar 

  • Lopez, F. G., Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Role of social-cognitive expectations in high school students’ mathematics-related interest and performance. Journal of Counseling Psychology,44(1), 44–52.

    Google Scholar 

  • Maddux, J. E. (2002). Self-efficacy: The power of believing you can. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 277–287). New York, NY: Oxford University Press.

    Google Scholar 

  • Matsui, T., Matsui, K., & Ohnishi, R. (1990). Mechanisms underlying math self-efficacy learning of college students. Journal of Vocational Behavior,37(2), 225–238.

    Google Scholar 

  • McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal,109(3), 267–281.

    Google Scholar 

  • Miller, R. B., & Brickman, S. J. (2004). A model of future-oriented motivation and self-regulation. Educational Psychology Review,16(1), 9–33.

    Google Scholar 

  • Muthén, L. K., & Muthén, B. O. (1998–2012). Mplus user’s guide (6th ed.). Los Angeles, CA: Muthén & Muthén.

  • Olsson, A., McMahon, K., Papenberg, G., Zaki, J., Bolger, N., & Ochsner, K. N. (2016). Vicarious fear learning depends on empathic appraisals and trait empathy. Psychological Science,27(1), 25–33.

    Google Scholar 

  • Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research,66(4), 543–578.

    Google Scholar 

  • Pajares, F. (1997). Current directions in self-efficacy research. In M. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 10, pp. 1–49). Greenwich, CT: JAI Press.

    Google Scholar 

  • Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved March 9, 2011, from http://www.emory.edu/EDUCATION/mfp/eff.html.

  • Pajares, F., & Usher, E. L. (2008). Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. In P. Pintrich & M. Maehr (Eds.), Advances in motivation and achievement (Vol. 15, pp. 391–423). Bingley: Emerald Group Publishing Limited.

    Google Scholar 

  • Parker, P. D., Marsh, H. W., Ciarrochi, J., Marshall, S., & Abduljabbar, A. S. (2014). Juxtaposing math self-efficacy and self-concept as predictors of long-term achievement outcomes. Educational Psychology,34(1), 29–48.

    Google Scholar 

  • Phelan, P., Davidson, A. L., & Cao, H. T. (1991). Students’ multiple worlds: Negotiating the boundaries of family, peer, and school cultures. Anthropology and Education Quarterly,22(3), 224–250.

    Google Scholar 

  • Rosenthal, T. L., & Zimmerman, B. J. (2014). Social learning and cognition. New York, NY: Academic Press.

    Google Scholar 

  • Ryan, A. (2001). The peer group as a context for the development of young adolescent motivation and achievement. Child Development,72, 1135–1150.

    Google Scholar 

  • Sabatier, C. (2008). Ethnic and national identity among second-generation immigrant adolescents in France: The role of social context and family. Journal of Adolescence,31(2), 185–205.

    Google Scholar 

  • Schachter, S., & Singer, J. (1962). Cognitive, social, and physiological determinants of emotional state. Psychological Review,69(5), 379–399.

    Google Scholar 

  • Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences,63, 1–11.

    Google Scholar 

  • Schunk, D. H. (1995). Self-efficacy and education and instruction. In J. E. Maddux (Ed.), Self-efficacy, adaptation, and adjustment: Theory, research, and application (pp. 281–303). New York, NY: Plenum Press.

    Google Scholar 

  • Schunk, D. H., & Meece, J. L. (2006). Self-efficacy development in adolescences. In T. Urdan & F. Pajares (Eds.), Self-efficacy beliefs of adolescents (pp. 71–96). Greenwich, CT: Information Age Publishing.

    Google Scholar 

  • Schunk, D. H., & Mullen, C. A. (2012). Self-efficacy as an engaged learner. In S. L. Christenson, A. L. Rechly, & C. Wylie (Eds.), Handbook of research on student engagement (pp. 219–235). New York, NY: Springer.

    Google Scholar 

  • Schunk, D., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation (pp. 15–31). San Diego, CA: Academic Press.

    Google Scholar 

  • Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85–104). New York, NY: Guilford Publications.

    Google Scholar 

  • Schunk, D. H., & Pajares, F. (2009). Self-efficacy theory. In K. R. Wentzel & A. Wigfield (Eds.), Handbook of motivation at school (pp. 35–53). New York, NY: Routledge.

    Google Scholar 

  • Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children’s self-efficacy and self-regulation of reading and writing through modelling. Reading and Writing Quarterly,23(1), 7–25.

    Google Scholar 

  • Schwarzer, R., Dunkel-Schetter, C., Weiner, B., & Woo, G. (2014). Expectancies as mediators between recipient characteristics and social support intentions. In R. Schwarzer (Ed.), Self-efficacy: Thought control of action (pp. 65–89). New York, NY: Taylor & Francis.

    Google Scholar 

  • Shell, D. F., & Husman, J. (2001). The multivariate dimensionality of personal control and future time perspective beliefs in achievement and self-regulation. Contemporary Educational Psychology,26, 481–506.

    Google Scholar 

  • Simons, J., Vansteenkiste, M., Lens, W., & Lacante, M. (2004). Placing motivation and future time perspective theory in a temporal perspective. Educational Psychology Review,16(2), 121–139.

    Google Scholar 

  • Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of US-Mexican youth. New York, NY: Teachers College Press.

    Google Scholar 

  • Steinberg, L., Brown, B. B., & Dornbusch, S. M. (1996). Beyond the classroom. New York, NY: Simon & Schuster.

    Google Scholar 

  • Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology,31(2), 125–141.

    Google Scholar 

  • Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research,78(4), 751–796.

    Google Scholar 

  • Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology,34(1), 89–101.

    Google Scholar 

  • Williams, D. M. (2010). Outcome expectancy and self-efficacy: Theoretical implications of an unresolved contradiction. Personality and Social Psychology Review,14(4), 417–425.

    Google Scholar 

  • Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology,89(1), 29–36.

    Google Scholar 

Download references

Funding

This study was funded by the German Federal Ministry of Education and Research (http://www.bmbf; Grant Numbers 01JC1118A and 01JC1118B). The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Author information

Authors and Affiliations

  1. Center for Research on Education and School Development, TU Dortmund University, Vogelpothsweg 78, 44227, Dortmund, Germany

    Miriam M. Gebauer, Nele McElvany & Wilfried Bos

  2. Leibniz Institute for Science and Mathematics Education, Olshausenstraße 62, 24118, Kiel, Germany

    Olaf Köller

  3. Institute for Educational Monitoring and Quality Improvement, Hamburg, Germany

    Christian Schöber

Authors
  1. Miriam M. Gebauer
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Nele McElvany
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Wilfried Bos
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Olaf Köller
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Christian Schöber
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Miriam M. Gebauer.

Ethics declarations

Conflict of interest

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Ethical approval

The authors declare that research procedures were in accordance with ethical principles and guidelines for the protection of human subjects who gave informed consent to participate in this study. For each student, a signed statement to approve informed consent from parents/LAR was collected prior to data collection. The ethical review division of each Federal Department of Education responsible for reviewing research conducted in schools approved this study.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Gebauer, M.M., McElvany, N., Bos, W. et al. Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts. Soc Psychol Educ 23, 339–358 (2020). https://doi.org/10.1007/s11218-019-09535-0

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-019-09535-0

Keywords

Search

Navigation